Guía metodológica para la creación de ambientes inclusivos en la enseñanza de las matemáticas en cuarto año de EGB de la Unidad Educativa Sudamericano de Cuenca 2022 – 2023.

Abstract

The present study emerged with the aim of promoting inclusive education through the design of a methodological guide to create inclusive mathematical environments at the Unidad Educativa Sudamericano. A qualitative approach and interpretive paradigm were adopted, conducting a case study with a unit of analysis comprising 21 fourth-grade students from parallel "B," along with their representatives and the math teacher. Information was gathered using various tools such as the VAK test to determine perception channels, surveys directed at students and their representatives, participant observation sheets, and matrices for macro, meso, and micro curricular document analysis.

In the diagnostic phase, exhaustive analysis of the results through data triangulation techniques facilitated the identification of learning and participation barriers affecting student performance. It was found that the main barriers included the need for strategies to address diversity and other factors impacting the quality of the learning environment. Consequently, a methodological guide is proposed to develop inclusive environments that support the teaching and learning process of mathematics in the fourth year of E.G.B. at the Unidad Educativa Sudamericano in Cuenca.